Framing a theory-grounded research agenda related to communities
Robert Bringle, Professor, Appalachian State University & Senior Scholar, Center for Service and Learning, Indiana University – Purdue University Indianapolis [rbringle@iupui.edu]
Laura Littlepage, Clinical Faculty, Indiana University – Purdue University Indianapolis [llittlep@iupui.edu]
Roger Reeb, Professor, University of Dayton [roger.reeb@notes.udayton.edu]
Keywords: Research agenda, theory, Psycho-Ecological Systems Model, organizational capacity
Conference track: Contexts and methods: Theoretical and conceptual frameworks, research designs, and methodological issues
Format: Symposium
Summary
This symposium is one of five sessions in a series on framing a research agenda in multiple arenas: students, faculty, institutions, communities, and partnerships. Drawing on Research on Service Learning: Conceptual Frameworks and Assessment (Clayton, Bringle, & Hatcher, in press), we will discuss theories relevant to research related to community outcomes and community organization capacity, critique previous research in this arena, and collaboratively generate recommendations for practice and future research.
Bob Bringle will open the session by inviting collaborative critique of research related to communities. Bringle will share a model for conceptualizing research in terms of the convergence of theory, design, practice, and measurement (Bringle, Clayton, & Hatcher, in press) and will facilitate discussion of his colleagues’ work accordingly.
Roger Reeb will argue that there is a significant lack of research exploring community outcomes of service learning, representing an important void in the literature. The Psycho-Ecological Systems Model (PESM) (Reeb & Folger, 2010; Reeb et al., 2011a, 2011b) that he will share is a conceptual framework for investigating community impact. It integrates three theoretical developments: ecological systems models (Bronfenbrenner, 1979), biopsychosocial models (Kiesler, 2000), and contemporary conceptualizations of interaction. PESM focuses researchers’ attention on a wide variety of intervention targets and community outcomes across interrelated systems. A research agenda framed by PESM will be outlined.
Laura Littlepage will address research on service learning from the perspective of organizational and managerial capacity, particularly volunteer management capacity (VMC; Hager & Brudney, 2004a, 2004b; Gazley, Littlepage, & Myers, 2007; Littlepage, Gazley, & Bennett, 2012): how agencies are structured to involve students as volunteers and how effectively they work with students and faculty. Service learning students can present additional benefits but also additional challenges to partner organizations, compared to traditional volunteers. The question of whether communities have the capacity to engage students has great theoretical and practical value. A research agenda framed in terms of organizational capacity will be outlined.
References
Bringle, R. G. (2003). Enhancing theory-based research on service-learning. In S. H. Billig & J. Eyler (Eds.), Deconstructing service-learning: Research exploring context, participation, and impacts (pp. 3–21). Greenwich, CT: Information Age.
Bringle, R. G., Clayton, P. H., & Hatcher, J. A. (in press). Research on service learning: An introduction. In P. H. Clayton, R. G. Bringle, & J. A. Hatcher, (Eds). Research on service learning: Conceptual frameworks and assessment. (Vol. 2A & 2B). Sterling, VA: Stylus.
Bringle, R. G., & Hatcher, J. A. (2000). Meaningful measurement of theory-based service-learning outcomes: Making the case with quantitative research [Special issue]. Michigan Journal of CommunityService Learning, Fall, 68-75.
Bringle, R. G., & Hatcher, J. A. (2002). University-community partnerships: The terms of engagement. Journal of Social Issues, 58(3), 503–516.
Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Cambridge, MA: Harvard University Press.
Clayton, P. H., Bringle, R. G., & Hatcher, J. A. (Eds). (in press). Research on service learning: Conceptual frameworks and assessment (Vol. 2A & 2B). In R. G. Bringle & J. A. Hatcher (Series Eds.), IUPUI Series on Service Learning Research. Sterling, VA: Stylus.
Cruz, N. L., & Giles, D. E., Jr. (2000). Where is the community in service-learning research [Special issue]? Michigan Journal of Community Service Learning, Fall, 28–34.
Denzin, N. K., & Lincoln, Y. S. (Eds.). (2005). The SAGE handbook of qualitative research (3rd ed.). London, UK: SAGE.
Eyler, J., Giles, D. E., Jr., Stenson, C. M., & Gray, C. J. (2001). At a glance: What we know about theeffects of service-learning on college students, faculty, institutions and communities, 1993-2000: ThirdEdition. Nashville, TN: Vanderbilt University.
Gazley, B., & Littlepage, L. (2009). Understanding service learning from a volunteer management capacity perspective. In M. Moore & P. Lin (Eds.), Service learning in higher education: Paradigms & challenges (pp. 283-293). Indianapolis, IN: University of Indianapolis Press.
Gazley, B., Littlepage, L., & Bennett, T. (in press). What about the host agency? Non-profit perspectives on community-based student learning and volunteering. Non-profit and Voluntary Sector Quarterly.
Gazley, B., Littlepage, L., & Myers, C. (2007). Volunteer management capacity and student servicelearners: A study of Indiana community agencies. Indianapolis, IN: Center for Urban Policy and the Environment, Indiana University – Purdue University Indianapolis
Hager, M., & Brudney, J. (2004a). Volunteer management practices and retention of volunteers. Washington, DC: The Urban Institute.
Hager, M., & Brudney, J. (2004b). Balancing act: The challenges and benefits of volunteers. Washington, DC: The Urban Institute.
Hager, M., & Brudney, J. (2005). Net benefits: Weighing the challenges and benefits of volunteers. The Journal of Volunteer Administration, 23(1), 26–31.
Hodgkinson, V. A. (2004). Developing a research agenda on civic service. Nonprofit and VoluntarySector Quarterly, 33(4), 184S–197S.
Imperial, M., Perry, J., & Katula, M. (2007). Incorporating service learning into public affairs programs: Lessons from the literature. Journal of Public Affairs Education, 13(2), 243–264.
Kiesler, D. J. (2000). Beyond the disease model of mental disorders. Westport, CT: Praeger.
Littlepage, L., & Gazley, B. (in press). Examining service learning from the perspective of community organization capacity. In P. H. Clayton, R. G. Bringle, & J. A. Hatcher (Eds.), Research on service learning: Conceptual frameworks and assessment. (Vol. 2B). Sterling, VA: Stylus.
Littlepage, L., Gazley, B., & Bennett, T. (2012). Service-learning from the ‘‘supply side’’: Community capacity to engage students. Nonprofit Management & Leadership, 22(3), 305-320.
Reeb, R. N., & Folger, S. F. (2010, October). The psycho-ecological systems model for engaged scholarship and community-oriented service-learning research. Presented at the annual meeting of the International Association for Research on Service-Learning and Community Engagement.
Reeb, R. N., & Folger, S. F. (in press). Community outcomes of service learning: Research and practice from a systems theory perspective. In P. H. Clayton, R. G. Bringle, & J. A. Hatcher (Eds.), Research on service learning: Conceptual frameworks and assessment. (Vol. 2B). Sterling, VA: Stylus.
Reeb, R. N., Folger, S. F., Langsner, S., Ryan, C., & Crouse, J. (2010). Self-efficacy in service-learning community action research: Theory, research, and practice. American Journal of Community Psychology, 46, 459-471.
Reeb, R. N., Folger, S. F., Steel, A. L., Mason, S. E., Stayton, L. E., & Ufholz, K. E. (2011, August). Psycho-Ecological Systems Model for participatory community action research. Poster presented at the annual meeting of the American Psychological Association, Washington, DC.
Reeb, R. N., Gahimer, J., Folger, S. F., Steel, A. L., Mason, S. E., Stayton, L. E., & Ufholz, K. E. (2011, September). The Psycho-Ecological Systems Model for engaged scholarship and service-learning: Diverse applications. Paper presented at the Fourth International Symposium on Service-Learning, Ningbo, China.
Steinberg, K. S., Bringle, R. G., & Williams, M. J. (2010). Service learning research primer. Scotts Valley, CA: National Service-Learning Clearinghouse.
Worrall, L. (2007). Asking the community: A case study of community partner perspectives. MichiganJournal of Community Service Learning, 14(1), 5-17.
To access materials from this session please click on the file link(s) below:
Framing a theory-grounded research agenda related to communities
Robert Bringle, Professor, Appalachian State University & Senior Scholar, Center for Service and Learning, Indiana University – Purdue University Indianapolis [rbringle@iupui.edu]
Laura Littlepage, Clinical Faculty, Indiana University – Purdue University Indianapolis [llittlep@iupui.edu]
Roger Reeb, Professor, University of Dayton [roger.reeb@notes.udayton.edu]
Keywords: Research agenda, theory, Psycho-Ecological Systems Model, organizational capacity
Conference track: Contexts and methods: Theoretical and conceptual frameworks, research designs, and methodological issues
Format: Symposium
Summary
This symposium is one of five sessions in a series on framing a research agenda in multiple arenas: students, faculty, institutions, communities, and partnerships. Drawing on Research on Service Learning: Conceptual Frameworks and Assessment (Clayton, Bringle, & Hatcher, in press), we will discuss theories relevant to research related to community outcomes and community organization capacity, critique previous research in this arena, and collaboratively generate recommendations for practice and future research.
Bob Bringle will open the session by inviting collaborative critique of research related to communities. Bringle will share a model for conceptualizing research in terms of the convergence of theory, design, practice, and measurement (Bringle, Clayton, & Hatcher, in press) and will facilitate discussion of his colleagues’ work accordingly.
Roger Reeb will argue that there is a significant lack of research exploring community outcomes of service learning, representing an important void in the literature. The Psycho-Ecological Systems Model (PESM) (Reeb & Folger, 2010; Reeb et al., 2011a, 2011b) that he will share is a conceptual framework for investigating community impact. It integrates three theoretical developments: ecological systems models (Bronfenbrenner, 1979), biopsychosocial models (Kiesler, 2000), and contemporary conceptualizations of interaction. PESM focuses researchers’ attention on a wide variety of intervention targets and community outcomes across interrelated systems. A research agenda framed by PESM will be outlined.
Laura Littlepage will address research on service learning from the perspective of organizational and managerial capacity, particularly volunteer management capacity (VMC; Hager & Brudney, 2004a, 2004b; Gazley, Littlepage, & Myers, 2007; Littlepage, Gazley, & Bennett, 2012): how agencies are structured to involve students as volunteers and how effectively they work with students and faculty. Service learning students can present additional benefits but also additional challenges to partner organizations, compared to traditional volunteers. The question of whether communities have the capacity to engage students has great theoretical and practical value. A research agenda framed in terms of organizational capacity will be outlined.
References
Bringle, R. G. (2003). Enhancing theory-based research on service-learning. In S. H. Billig & J. Eyler (Eds.), Deconstructing service-learning: Research exploring context, participation, and impacts (pp. 3–21). Greenwich, CT: Information Age.
Bringle, R. G., Clayton, P. H., & Hatcher, J. A. (in press). Research on service learning: An introduction. In P. H. Clayton, R. G. Bringle, & J. A. Hatcher, (Eds). Research on service learning: Conceptual frameworks and assessment. (Vol. 2A & 2B). Sterling, VA: Stylus.
Bringle, R. G., & Hatcher, J. A. (2000). Meaningful measurement of theory-based service-learning outcomes: Making the case with quantitative research [Special issue]. Michigan Journal of Community Service Learning, Fall, 68-75.
Bringle, R. G., & Hatcher, J. A. (2002). University-community partnerships: The terms of engagement. Journal of Social Issues, 58(3), 503–516.
Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Cambridge, MA: Harvard University Press.
Clayton, P. H., Bringle, R. G., & Hatcher, J. A. (Eds). (in press). Research on service learning: Conceptual frameworks and assessment (Vol. 2A & 2B). In R. G. Bringle & J. A. Hatcher (Series Eds.), IUPUI Series on Service Learning Research. Sterling, VA: Stylus.
Cruz, N. L., & Giles, D. E., Jr. (2000). Where is the community in service-learning research [Special issue]? Michigan Journal of Community Service Learning, Fall, 28–34.
Denzin, N. K., & Lincoln, Y. S. (Eds.). (2005). The SAGE handbook of qualitative research (3rd ed.). London, UK: SAGE.
Eyler, J., Giles, D. E., Jr., Stenson, C. M., & Gray, C. J. (2001). At a glance: What we know about the effects of service-learning on college students, faculty, institutions and communities, 1993-2000: Third Edition. Nashville, TN: Vanderbilt University.
Gazley, B., & Littlepage, L. (2009). Understanding service learning from a volunteer management capacity perspective. In M. Moore & P. Lin (Eds.), Service learning in higher education: Paradigms & challenges (pp. 283-293). Indianapolis, IN: University of Indianapolis Press.
Gazley, B., Littlepage, L., & Bennett, T. (in press). What about the host agency? Non-profit perspectives on community-based student learning and volunteering. Non-profit and Voluntary Sector Quarterly.
Gazley, B., Littlepage, L., & Myers, C. (2007). Volunteer management capacity and student service learners: A study of Indiana community agencies. Indianapolis, IN: Center for Urban Policy and the Environment, Indiana University – Purdue University Indianapolis
Hager, M., & Brudney, J. (2004a). Volunteer management practices and retention of volunteers. Washington, DC: The Urban Institute.
Hager, M., & Brudney, J. (2004b). Balancing act: The challenges and benefits of volunteers. Washington, DC: The Urban Institute.
Hager, M., & Brudney, J. (2005). Net benefits: Weighing the challenges and benefits of volunteers. The Journal of Volunteer Administration, 23(1), 26–31.
Hodgkinson, V. A. (2004). Developing a research agenda on civic service. Nonprofit and Voluntary Sector Quarterly, 33(4), 184S–197S.
Imperial, M., Perry, J., & Katula, M. (2007). Incorporating service learning into public affairs programs: Lessons from the literature. Journal of Public Affairs Education, 13(2), 243–264.
Kiesler, D. J. (2000). Beyond the disease model of mental disorders. Westport, CT: Praeger.
Littlepage, L., & Gazley, B. (in press). Examining service learning from the perspective of community organization capacity. In P. H. Clayton, R. G. Bringle, & J. A. Hatcher (Eds.), Research on service learning: Conceptual frameworks and assessment. (Vol. 2B). Sterling, VA: Stylus.
Littlepage, L., Gazley, B., & Bennett, T. (2012). Service-learning from the ‘‘supply side’’: Community capacity to engage students. Nonprofit Management & Leadership, 22(3), 305-320.
Reeb, R. N., & Folger, S. F. (2010, October). The psycho-ecological systems model for engaged scholarship and community-oriented service-learning research. Presented at the annual meeting of the International Association for Research on Service-Learning and Community Engagement.
Reeb, R. N., & Folger, S. F. (in press). Community outcomes of service learning: Research and practice from a systems theory perspective. In P. H. Clayton, R. G. Bringle, & J. A. Hatcher (Eds.), Research on service learning: Conceptual frameworks and assessment. (Vol. 2B). Sterling, VA: Stylus.
Reeb, R. N., Folger, S. F., Langsner, S., Ryan, C., & Crouse, J. (2010). Self-efficacy in service-learning community action research: Theory, research, and practice. American Journal of Community Psychology, 46, 459-471.
Reeb, R. N., Folger, S. F., Steel, A. L., Mason, S. E., Stayton, L. E., & Ufholz, K. E. (2011, August). Psycho-Ecological Systems Model for participatory community action research. Poster presented at the annual meeting of the American Psychological Association, Washington, DC.
Reeb, R. N., Gahimer, J., Folger, S. F., Steel, A. L., Mason, S. E., Stayton, L. E., & Ufholz, K. E. (2011, September). The Psycho-Ecological Systems Model for engaged scholarship and service-learning: Diverse applications. Paper presented at the Fourth International Symposium on Service-Learning, Ningbo, China.
Steinberg, K. S., Bringle, R. G., & Williams, M. J. (2010). Service learning research primer. Scotts Valley, CA: National Service-Learning Clearinghouse.
Worrall, L. (2007). Asking the community: A case study of community partner perspectives. Michigan Journal of Community Service Learning, 14(1), 5-17.
To access materials from this session please click on the file link(s) below: